The Impact of Teaching and Learning Styles on Behavioural Intention to use E-learning in Libyan Higher Education

Abstract

This study aims to identify the dominant teaching and learning styles in Libyan higher education. This study also investigates which teaching and learning styles have higher possibility of intention to use e-learning as a tool for teaching and learning in Libya. The preferred learning styles used in this paper are based on Honey and Mumford’s (1986) and the preferred teaching styles are based on Grasha’s Model (1996). Survey participants comprised 318 students and 182 teachers from two private and two public universities in Libya. Descriptive statistics such as mean and standard deviation, minimum and maximum were used to analyse the impact of learning and teaching styles on behavioural intention to use e-learning in Libyan higher education. Tests were also used to determine the existence of possible differences between the mean among the groups of teaching and learning styles. Results showed that there was statistical significant difference between the four types of perceived learning styles towards the behavioural intent to use e-learning in Libyan higher education. On the other hand, there was no significant difference in the preferred teaching and learning styles which affect the behavioural intention to use e-learning in Libyan higher education. This imply that most teachers and students in Libyan higher education regardless of preferred teaching and learning styles have intention to use e-learning for teaching and learning respectively.